Teacher-related factors affecting CLIL implementation

Teacher-related factors affecting CLIL implementation

1. Unequal opportunities for training

   • No training (2 participants)
   • Graduate level ( 1 participant)
   • Specialized CLIL training course (1 participant)
   • CLIL mentioned in another course (2 participants)

2. Contrasting practices

   • Core teaching principles applied
     • Approach
       • Constructivist
       • student-centered
     • learning
       • effective
       • practical
       • interactive (communicative)
       • authentic
       • meaningful
       • game-based
       • enjoyable
       • cooperative
       • contextual
     • roles in the classroom
       • active learner
       • teacher as a facilitator of learning
   • Developping autonomous learning skills
     • responsibility
     • punctuality
     • time-management
     • prioritizing
     • self-efficacy
   • Core teacher competences
     • creativity
     • humanistic qualities
     • discipline
     • content knowledge
     • boosting students' self-esteem to improve participation
     • creating safe learning environment
     • boosting learner motivation
     • allowing free self-expression
     • giving choices
     • searching for information
     • planning based on 4Cs
   • Implementing core CLIL principles
     • 4Cs
       • Communication
         • authentic language use
           • exploring different contexts of language application
           • increasing language exposure
         • interacting in second language
         • focus on the second language
           • English language instruction
           • second language as the vehicle of learning
           • interacting in second language
         • language triptych
           • undefined language of learning and for learning
             • use of functional language
           • defined language through learning
             • introducing new vocabulary
               • subject-specific terms
               • topic-specific terms
           • undefined language for learning
         • use of the first language
           • translanguaging allowed
           • restricted use of the first language
       • Culture
         • constant exchange of ideas and points of view
         • referring to real-life experience
         • exploring different perspectives
         • emphasis on real-life application
         • referring to personal experiences
         • lack of cultural aspect
       • Cognition
         • developping critical thinking skills
       • Content
         • simultaneous learning of language and content
         • use of authentic materials in second language to learn contents
         • focus on assimilating the concepts
         • focus on content
         • focus on curriculum
           • CAIE subject curriculum
           • no specific curriculum
             • subject goals
         • using students' previous knowledge as reference point
         • activities that integrate the language and the content learning
         • evaluation focused on content
         • evaluation of both content and language
     • 21st century skills
       • enouraging risk-taking
       • addressing 21st century skills
     • scaffolding
       • use of hands-on materials
       • using variety of scaffolding methods
         • activating previous knowledge
   • Issues
     • lack of teamwork
     • lack of knowledge on CLIL
     • lack of initiative
     • undefined languge triptych
     • evaluation mostly focused on content
     • lack of consistency on implementation of 4Cs' cultural aspect
     • unclear position concerning the use of first language

3. Heterogeneous views and beliefs

   • Understanding of CLIL principles
     • integration of language and content
     • Focus on content
     • Approach//methodology to learn a second language
     • a second language as a vehicle of learning
     • exploring different perspectives, points of view, cultures
     • way of implementing a second language through a variety of topics
     • learning a language with a purpose
     • increasing language exposure
     • teaching language through content
   • Challenges
     • lack of initiative from staff
     • teaching challenges
       • different levels of language proficiency in the classroom
     • learning challenges
       • understanding content in a second language
       • difficulties related to learning a second language
     • teacher competences
       • content knowledge
       • language proficiency
     • lack of materials
       • material design
   • Positive aspects
     • effectiveness of the approach
     • reaching the goal of bilingualism
     • creative and inspiring learning
     • learning with a purpose
     • facilitating learning
     • expanding opportunities to practise the second language
     • referring to real-life experiences
     • projects of social impact
     • developping critical thinking skills
   • Necessary resources
     • administrative support
       • time
       • money
         • ICT
           • technological recources
           • digital resources
         • material resources
           • CLIL-related literature
           • use of authentic materials
           • learner-friendly resources
       • suitable curriculum
       • teacher training in CLIL
         • clear guidance
       • considering particularities of the context
     • human resources
       • initiative
       • teacher competences
         • content knowledge
         • language proficiency
         • focusing on students' needs
         • understanding core CLIL principles
         • learning from more experienced colleagues
         • creativity
         • training in CLIL
         • humanistic qualities
       • teamwork
       • openness to new ideas
       • mindshift within the community